Engagement and motivation are the holy grail of education. Educators envision it, plan it, chase it, and occasionally experience it within their classrooms. “Research studies indicate that teachers face numerous difficulties in organizing learning activities to enhance learner engagement” (Ullah & Anwar, 2020). Although engagement and motivation are not the same, they are opposite sides of the same coin. “Jenkins states that engagement would not happen without motivation (Jenkins, 2001).
Experts claim and research supports the utilization of a student response system (SRS). “Student response systems provide a real-time interface for solving class problems and asking questions” (Shetty & Ghanat, 2020). Shetty and Ghanat state that SRS increases student engagement, widens class participation with less vocal students, reinforces key concepts, consolidates learning, provides immediate feedback, improves motivation and confidence, and enhances comprehension (2020). With student response systems responses are registered in real-time and can be addressed in the same context. There are multiple options when it comes to SRS and Sli.do is one of the most prominent ones.
Meaningful Goals with Sli.do
Sli.do, the leading audience engagement platform helps teachers deliver engaging lectures and presentations for their students (PR Newswire, 2020). With an easy-to-use event code or QR code, students can interact with their instructors during presentations. “Sli.do is a tool you can use as a companion to your preferred presentation technology such as Microsoft’s PowerPoint, Apple’s KeyNote, or Prezi” (Graham, n.d.). Using their smartphones or tablets students can ask questions and participate in polls generated by the instructor. “As questions are asked, they will appear on each and every user’s screen, and others can vote them up if they have the same question” (Graham, n.d., p. 6). This platform empowers students to engage with learning in a way that is meaningful and relevant to meeting their goals. “Among other factors that help produce relevance are activities that contribute to increases in a person’s feelings of competence” (Robert A. Reiser; John V. Dempsey, 2018, p. 81).
Sli.do Builds Confidence
In order for students to feel confidence in their educational interactions, they need the ability to have “low risk” opportunities to ask questions without drawing unwanted attention to themselves. "Sli.do allows audience members to submit questions (anonymously or not) via their mobile device or tablet without interrupting the flow of the presentation or feeling self-conscious, and it facilitates live polling allowing for real-time feedback from the audience (Graham, n.d., p. 6)
The teacher can choose from multiple-choice, open text (open question), and star ratings for poll questions. The platform also prompts students to interact by asking the instructor questions and contributes to less vocal students feeling confident enough to engage with the instructor. The instructor can also share the poll results and full screen with everyone. This ability allows for clarification of learning and builds confidence for better results next time. The sense of control in asking questions anonymously and discussing poll results in real-time with the instructor sets positive expectations for success (Robert A. Reiser; John V. Dempsey, 2018).
Satisfying Outcomes with Sli.do
“Motivation to learn is promoted when learners anticipate and experience satisfying outcomes to a learning task” (Robert A. Reiser; John V. Dempsey, 2018, p. 81). Sli.do’s functionality and versatility provide a solid foundation for student learning satisfaction Graham asserts that adding interactivity to a presentation, whether in the classroom or at a conference, is a tried-and-true method for engaging your audience and holding their attention. The interactivity of asking questions, bookmarking the slides, and polling the audience contributes to students feeling accomplished and satisfied with their understanding of the presentation. “If you opt to see results when you activate the poll, the results will begin to appear in real-time on your screen and the audience’s screen as well to deliver the results right in their hands. Students will also have the slides in the presentation they bookmarked during the discussion emailed to them after, so they have it for future reference of skill or information presented. “SRS reported benefits include improvements in academic achievement, instant feedback to the lecturer on the breadth of understanding and higher levels of engagement and satisfaction”(Compton & Allen, 2018).
Sli.do checks all the boxes when it comes to a student response system (SRS) that motivates students by building learner confidence, helping them meet their goals, and experience satisfaction with the learning outcomes.
References
Graham, K. (n.d.). Techmatters: further beyond basic presentations: using Sli.do to engage and interact with your audience. Loex Quarterly, 42(2), 6–8. Retrieved June 13, 2022, from
Jenkins, T. (2001). The motivation of students of programming. ACM SIGCSE Bulletin, 33(3), 53–56. https://doi.org/10.1145/507758.377472
PR Newswire. (2020, March 9). Slido for education: powering two-way interaction during virtual and live lectures.
Robert A. Reiser; John V. Dempsey. (2018). Trends and issues in instructional design and technology (4th ed.). Pearson Education (US).
Shetty, N. H., & Ghanat, S. (2020). Slido as a student response system in engineering education. ASEE Southeastern Section Conference.
Ullah, A., & Anwar, S. (2020). The effective use of information technology and interactive activities to improve learner engagement. Education Sciences, 10(12), 349. https://doi.org/10.3390/educsci10120349
Compton, M., & Allen, J. (2018). Student response systems: A rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11(1). https://doi.org/10.21100/compass.v11i1.696
Capacity
Hello msfleming, it is interesting that the technological tool Sli.do helps students by developing their confidence as a learner. It also helps teachers, teachers and instructional designers achieve their goals and experience satisfaction with the results of their presentations. Capacity refers to a person's knowledge, skills, and abilities, which determine what they can do (Keller, 2018). This platform gives you the ability to set up a Slido event in under a minute, while all participants need to join the conversation is a simple code or event link.
Motivation
Motivation, in its broadest sense, refers to a person's desire to pursue a goal or perform a task, which is manifested through goal choice and effort (persistence plus vigor) to p…
LEARNING THROUGH MOTIVATION, CAPABILITY AND OPPORTUNITY
In the 9th chapter of the book, Trends and Issues in Instructional Design and Technology the 4th edition, by Robert A. Reiser and John V. Dempsey, John M. Keller and Markus Deiman (2018) three major influence on performance are identified and they are capabilities, opportunity and motivation (Keller, 2008). These three influences are as follow.
1) Capability
According to Keller (2008b) capability refers to a person’s knowledge, skills, and aptitudes, which determine what a person is able, to do. The capability of students interact with their instructor during presentations, allows the student to ask questions and get a better understanding while using their smart phones to lean and answer poll questions. The use o…
Student Engagement With Sli.do
The real time response interactive aspect of Sli.do is beneficial to learner engagement. The instant response removes barriers of the loss of engagement due to time lapse.
Instant Feedback
To develop holistic programs of human performance development, the instructional designer must understand and integrate all three of these in relation to their influences on:
Effort, Performance, Satisfaction R.A. Reiser & J.V. Dempsey (2014.) The use of student response systems positively effects effort, performance, and satisfaction
2. Motivation
Motivation to learn is promoted when learner’s curiosity is aroused due to a perceived gap in current knowledge. (Greene 2013.) SRS address these curiosities encouraging student engagement.
3. Satisfying outcomes
The student is encouraged to…
Learner engagement must be one of the biggest obstacles for teachers and trainers. I just think back at all of the lectures I sat through during my undergraduate degrees and how incredibly boring a lot of them were. I truly only paid attention when the professors were good presenters, the subject I was studying was interesting to me, or when there was a lot of student interaction. I think that my experience as a learner is extremely common. The Sli.do framework and interface lets shy people like me feel like we are being part of the learning process instead of sitting back and hoping not
to get called out. Dempsey & Reiser (2017) say that it is usually better, as…
Thank you for sharing this resource with us because I think Sli.do is one of those tools that every instructor can benefit from having in their toolbox. I learned from Zayapragassarazan and Mohapatra in their 2021 review of Effective learner strategies in visual presentations the importance of the presenter in the instructional environment. Too often do we put an emphasis on the content: we try and add more to the slides, show less in the slides, add more graphics, reduce the amount of visual noise, add interactions but make them subtle; when in reality content is responsible for just 7% of audience engagement (Zayapragassarazan and Mohapatra, 2021). That means an overwhelming majority of the engagement stems from the presenter. No…